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GUIMARAES, CLAUDIO DE ASSUMPCAO. "THEORETICAL ELEMENTS ON LITERATURE TEACHING". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10719@1.
Pełny tekst źródłaA presente dissertação de mestrado, Elementos teóricos para o ensino da literatura, tem por objetivo uma compreensão do fenômeno literário que transcende a sua configuração textual, em vista de uma atualização do ensino da literatura em escolas de Nível Médio. Para alcançar este fim, a pesquisa analisa ferramentas teóricas desenvolvidas pela Estética da Recepção e pela chamada Ciência Empírica da Literatura, avaliando a oportunidade de transferir os seus modelos para o espaço escolar, como estratégia pedagógica inovadora capaz de revigorar o próprio ensino. Neste sentido, a dissertação pretende oferecer caminhos de mediação entre uma tradição ainda vigente e propostas de renovação no campo da didática com respeito ao fenômeno literário e suas formas de historiografia.
The present M.A. thesis, Theoretical elements on literature teaching, aims at understanding the literary phenomenon which transcends its textual configuration. It keeps in sight the update of literature teaching in high school (medium level). In order to achieve such goal, this research analyses theoretical tools developed by the Reception Aesthetics and the so called Empiric Science of Literature. It evaluates the opportunity of transferring those models to the space of the school, as an innovative pedagogical strategy capable of renewing the act of teaching. In such sense, this thesis intends to offer ways to deal with a still present tradition and the renewal proposals in the field of didactics concerning the literary phenomenon and its historiography.
Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature". UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.
Pełny tekst źródłaNgo, Lập Tu McLaughlin Robert L. "Literature as allusion processing and teaching Vietnam-American war literature". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225141141&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177941823&clientId=43838.
Pełny tekst źródłaTitle from title page screen, viewed on April 30, 2007. Dissertation Committee: Robert L. McLaughlin (chair), Ronald Strickland, Aaron Smith. Includes bibliographical references (leaves 196-207) and abstract. Also available in print.
Behari, Kasturi. "Literature education for transformation : a critical pedagogy for literature teaching". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19575.
Pełny tekst źródłaAs the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of present post-apartheid South Africa. A paradigmatic analysis of literature teaching is provided to establish a theoretical framework for teachers to critically appreciate the underpinnings of their methodological practice, within which to locate their current literature teaching trends. Making a paradigmatic shift in literature teaching implies a change in our beliefs concerning knowledge and meaning; power and authority and learning and teaching in society. The thesis posits that Literature Education must necessarily be located within a critical paradigm of teaching, so that as a critical pedagogy, it may facilitate the self and social transformation of pupils and practitioners alike. Within the critical paradigm of literature teaching, reading is reconceptualised as an interactive process between reader and text. The reader's status is elevated to meaning-maker, without whom the act of reading would be void. Adequate literary theory is advanced on Schema Theory as a model of reading analyses of a reader's or pupil's Personal-Mental Schemata. The theory of Additive Schemata is proposed as the means to effect the transformation in pupils through Schema Refreshment or Schema Alteration. The critical teacher using Additive Schemata inputs, is in a position to maximise the potential that the learner has for transformation. Transformation, however is not guaranteed as it depends on a variety of factors such as a learner's flexibility, logical reasoning and a need to be transformed. In order to validate this proposal a research project was conducted in an English Literature class, the dynamics of which are detailed in Chapter Three in their entirety. The findings reveal that Additive Schemata have a positive influence on a learner's personal-mental Schemata leading in most cases to a transformation within pupils who engaged critically with the Additive Schemata approach. The research acknowledges that a learner's point of entry is not the same as the point of departure within the Additive Schemata approach. Learners are not being introduced to a new moral order; the Additive Schemata offers learner's a new moral choice. In so doing, literature teaching, following the Additive schemata approach, embodies the central tenets of a critical pedagogy offering pupils a process that is self-liberating and socially empowering.
Payne, Alan Robert. "An intertextual approach for teaching literature /". Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850458331&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279561194&clientId=22256.
Pełny tekst źródłaTypescript. Vita. "May 2008." Major professor: Benjamin F. Fisher Includes bibliographical references (leaves 166-170). Also available online via ProQuest to authorized users.
Zuloaga, Carole. "Multicultural literature". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/845.
Pełny tekst źródłaXu, Li, i 徐莉. "IBMYP Chinese language A literature teaching process". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.
Pełny tekst źródłapublished_or_final_version
Education
Master
Master of Education
Correia, Sandra Miriam Rodrigues. "The role of literature: english textbooks and literature in secondary teaching in Portugal". Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/8105.
Pełny tekst źródłaThe purpose of this Project Work is to assess how English textbooks present an approach to the literary text in secondary schools in Portugal. Whilst textbooks are not the only resource teachers use in their teaching practice, in the last years they have gained a significant place, being now the main tool in any classroom. Acknowledging its importance means textbooks have become legitimizing tools for the contents they promote. On the other hand, there has been a regression in textbooks due to several policies, political and educational, that have affected their role as sources of meaningful learning. In fact, being textbooks a reading of the syllabus and frequently their substitutes, it will be shown that there are flaws in the syllabus that are replicated in textbooks, affecting its content. In educational terms, the literary texts as valuable and valid learning material have been cause of debate throughout years, although the English syllabus in Portugal promotes its use. Bearing this in mind, the emphasis will be placed in the use of literary texts as a way of achieving meaningful learning and enhancing students’ knowledge of English as a foreign language and on how textbooks do not support this perspective nor recognize its importance, because they follow a communicative perspective of learning a language.
Dozier, Kimberly S. Hesse Douglas Dean. "Reading Vietnam teaching literature using historically-situated texts /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914567.
Pełny tekst źródłaTitle from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.
Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition". Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.
Pełny tekst źródłaNyman, Jon. "Nature and Culture: Teaching Environmental Awareness Through Literature". Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25701.
Pełny tekst źródłaMinardi, Katherine Sublett. "Using Children's Literature: An Approach to Teaching Reading". UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/84.
Pełny tekst źródłaLyons, Reneé C. "Trips and Treks: Teaching Endangered Species Through Literature". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2367.
Pełny tekst źródłaSines, Deborah. "A holistic approach to teaching literature in kindergarten". CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/410.
Pełny tekst źródłaManno, Annette Christine. "Teaching about conflict and values through children's literature". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1526.
Pełny tekst źródłaAlmqvist, Whilma. "”I Want to Make Them Think” : An Analysis of Teachers’ Use of Dystopian Literature in the Swedish EFL Classroom". Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51060.
Pełny tekst źródłaGrundy, Thomas. "On Teaching the Bible as Literature: A Mythical Bias". 名古屋大学文学部, 1999. http://hdl.handle.net/2237/5508.
Pełny tekst źródłaParker, Abigail B. "Teaching Envisionment: Activity Settings for Learning to Teach Literature". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218493014.
Pełny tekst źródłaRoche, Catherine Mary. "A philosophically based praxis for teaching symphonic music literature". Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2605.
Pełny tekst źródłaWiredu, Christopher Agyei. "The teaching of ecology in schools: a literature review". Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003134.
Pełny tekst źródłaHoussouba, Mohomodou Strickland Ronald. "Teaching the diaspora beyond identity politics /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914569.
Pełny tekst źródłaTitle from title page screen, viewed July 11, 2006. Dissertation Committee: Ronald L. Strickland (chair), Jonathan M. Rosenthal, Cecil Giscombe. Includes bibliographical references (leaves 203-208) and abstract. Also available in print.
Newton, Susan Sublett. "Integrating social studies and literature using folktales". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.
Pełny tekst źródłaMörck, Jansson Christine. "Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms". Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.
Pełny tekst źródłaDlol, Sarah. "How Ethnicty is Represented in Teaching Aids : A Literature Study of two English Teaching Aids". Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19332.
Pełny tekst źródłaBeutel, Mirja [Verfasser]. "Teaching Cosmopolitanism through Transnational Literature in English : An Empirical Evaluation of Studentsʼ Competence Development in a Life-Writing Approach to Teaching Literature / Mirja Beutel". Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1173661115/34.
Pełny tekst źródłaXu, Xiao Juan. "Preparing for teaching literature in English in China, three approaches". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/MQ45346.pdf.
Pełny tekst źródłaBeauchamp, Catherine. "Understanding reflection in teaching : a framework for analyzing the literature". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100319.
Pełny tekst źródłaLu, Liang-Yuan 1962. "Teaching Chinese-Canadian literature to Taiwanese students : an educational strategy". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99380.
Pełny tekst źródłaVanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.
Pełny tekst źródłaWeiss, Samantha B. "Teaching Tolerance: Using Syrian Refugee Literature in Secondary English Classrooms". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu154238596399835.
Pełny tekst źródłaRondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.
Pełny tekst źródłaHardman, Frank Christopher. "A-level English language and English literature : contrasts in teaching and learning". Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/604.
Pełny tekst źródłaStråhed, Ellinor. "Classic literature in the ESL classroom". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31837.
Pełny tekst źródłaTutas, Nazan. "A transactional approach to the teaching of literature in EFL situations : the effects of aesthetic and efferent teaching approaches on EFL undergraduates responses to literature". Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336681.
Pełny tekst źródłaWisch, Stephen H. "Teaching Literary Criticism Through Independent Reading". Ohio Dominican University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1556705309193909.
Pełny tekst źródłaTalif, Rosli. "Teaching literature in ESL in a Malaysian context : (proposed INSET course designs for literature in ESL instruction)". Thesis, University of Nottingham, 1991. http://eprints.nottingham.ac.uk/11560/.
Pełny tekst źródłaTarif, Rosli. "Teaching literature in ESL in a Malaysian context (proposed INSET course design for literature in ESL instruction)". Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304973.
Pełny tekst źródłaAndrews, Ann E. "Key elements of a quality literature program". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.
Pełny tekst źródłaEvans, Maria J. "The lived experience of teaching Shakespeare". Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95644/.
Pełny tekst źródłaTodd, Daniel. "Teaching "Spanishness": nationalist ideology in texts for children in post-war Spain". Kansas State University, 2014. http://hdl.handle.net/2097/17588.
Pełny tekst źródłaDepartment of Modern Languages
Laura Kanost
Early in the twentieth century, children’s literature in Spain developed greatly in terms of quality and distribution thanks in large part to the appearance of new publishing houses, illustrators and authors. Additionally, increased demand brought with it new translations of many foreign texts for children. Despite these early developments, children’s literature suffered a dramatic change after the establishment of Francisco Franco’s Nationalist regime; during the post-war period many types of literature were heavily censored, while children’s literature in particular devolved into what was in large part an ideological tool. Many of the texts for children during this period either directly or indirectly propagated a conception of “Spanishness” that excluded non-Catholics, particularly Iberian Muslims and those that supported the Second Spanish Republic that the Nationalists had toppled. Much like the Reconquista fought against the Iberian Muslims centuries earlier, the Spanish Civil War was often represented as a sort of crusade against non-Catholic (and therefore “non-Spanish”) Others. Many texts for children presented the elements of this narrative by means of auto-images (images of the Nationalist conception of “Spanishness”) and hetero-images (typically images of the “Otherly” Republicans and Muslims). The contrasts formed between these two sorts of images reveal how Spanish children were taught to conceive of themselves, as well as the Others of the Nationalist narrative. The texts discussed in this report include two civics texts (Así quiero ser: El niño del nuevo estado [1943] and España nuestra: El libro de las juventudes españoles [1943]), as well as two comic books (El Guerrero del Antifaz [1943-1966] and Flechas y Pelayos [1938-1949]) that were chosen for their representativeness of the sorts of texts widely available to and read by children during the post-war period.
Hirvela, Alan. "A study of the integration of literature and communicative language teaching". Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2140.
Pełny tekst źródłaAziz, Lamar. "Using Literature as a Teaching Medium in English Classes in Sweden". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40854.
Pełny tekst źródłaDlamini, Phindile Alice. "The teaching of oral literature in Swazi secondary schools : a critique". Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/10347.
Pełny tekst źródłaThe significance of oral literature as a container for communal wisdom in the past cannot be overemphasized. The attitudes of society, particularly the older generation towards it is testimony of its relevance in Swazi traditional society. Oral literature was highly regarded in traditional education because it was believed to mould morally sound citizens as well as encapsulating the essential values of the community. This study is an investigation of the problems and challenges facing the teaching and learning of oral literature in Swaziland's contemporary secondary schools. The nature of the problems is distilled from the interviews conducted on both learners and teachers concerning their attitudes and views to the teaching and learning of this subject.
Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.
Pełny tekst źródłaMpofu, Nhlanhla. "Exploring beginner teachers' knowledge in the teaching of Literature in English". Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/52954.
Pełny tekst źródłaThesis (PhD)--University of Pretoria, 2015.
Humanities Education
PhD
Sanderson, Kristin Alayne. "Planting the seeds of environmental sensitivity using children's literature". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2805.
Pełny tekst źródłaProws, Lisbeth S. "Science and literature: An integrated model". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.
Pełny tekst źródłaGreijdanus, Wouter. "Gamification and Literature : A Study of the Motivational Impact of Gamification as a Method of Teaching English Literature". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39610.
Pełny tekst źródłaMattera, Carole Anne, i Patricia Anne Atherton. "A thematic guide involving students in literature-based activities utilizing animals". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/943.
Pełny tekst źródłaKooy, Mary. "Engagement with literature through writing : examining the ongoing written responses of adolescents". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28092.
Pełny tekst źródłaEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate